Technology- a set of knowledge about the methods and means of conducting production processes.
The totality of knowledge about the methods and means of conducting the educational process can be called technology of the educational process.
In domestic literature, the concept "learning technology" expanded to the term "Pedagogical technologies", understanding by this the meaningful technique of the educational process.
The most capacious meaning of the term "pedagogical technologies" conveys the following definition.
Pedagogical technologies- this is a way to implement the content of training provided for by curricula, representing a system of forms, methods and means of training that ensures the most effective achievement of the goals set.
In teaching technology, the content, methods and means of teaching are interconnected and interdependent. The pedagogical skill of the teacher is to select the right content, apply the best methods and means of teaching in accordance with the program and the pedagogical tasks set.
The process of developing a specific pedagogical technology can be called pedagogical design process. The sequence of steps will be as follows:
- the choice of priority goals for which the teacher should be oriented;
- the choice of technology focused on a set of goals or on one priority goal;
– development of learning technology.
The design of teaching technology involves the design of the content of the discipline, the forms of organization of this process, the choice of methods and means of training.
Learning Technology- a system category, the structural components of which are: learning objectives; content of training; means of pedagogical interaction (means of teaching and motivation), organization of the educational process; student, teacher; activity result.
Thus, learning technology involves the organization, management and control of the learning process. All aspects of this process are interconnected and influence each other.
To date, there is no clearly fixed classification of learning technologies, however, two gradations have been distinguished - traditional and innovative.
Traditional learning relies on explanatory-illustrative and reproductive methods, and its main essence is reduced to the process of transferring ready-made known knowledge to students.
New educational technologies arise as a result of scientific research, due to scientific discoveries. The development of cybernetics and computer technology has led to the development of programmed learning; the results of research into the patterns of development of human thinking have led to the development of problem-based learning; the activity approach arose on the basis of research by psychologists and philosophers in the field of human activity.
The formation of new technologies is carried out in the following sequence:
– identifying opportunities through basic research;
– determination of effectiveness through applied research;
– development of documentation, software and methodological tools; teacher training;
- replication and distribution of software.
Page 16 of 90
16. Pedagogical technologies
Technology - a set of knowledge about the methods and means of conducting production processes.
The totality of knowledge about the methods and means of conducting the educational process can be called the technology of the educational process.
In domestic literature, the concept of "teaching technology" was expanded to the term "pedagogical technologies", meaning by this the meaningful technique of the educational process.
The most capacious meaning of the term "pedagogical technologies" conveys the following definition.
Pedagogical technologies are a way of implementing the content of education provided for by curricula, representing a system of forms, methods and means of education that ensures the most effective achievement of the set goals.
In teaching technology, the content, methods and means of teaching are interconnected and interdependent. The pedagogical skill of the teacher is to select the right content, apply the best methods and means of teaching in accordance with the program and the pedagogical tasks set.
The process of developing a specific pedagogical technology can be called the process of pedagogical design. The sequence of steps will be as follows:
- the choice of priority goals for which the teacher should be oriented;
- the choice of technology focused on a set of goals or on one priority goal;
– development of learning technology.
The design of teaching technology involves the design of the content of the discipline, the forms of organization of this process, the choice of methods and means of training.
Learning technology is a system category, the structural components of which are: learning goals; content of training; means of pedagogical interaction (means of teaching and motivation), organization of the educational process; student, teacher; activity result.
Thus, learning technology involves the organization, management and control of the learning process. All aspects of this process are interconnected and influence each other.
To date, there is no clearly fixed classification of learning technologies, however, two gradations have been distinguished - traditional and innovative.
Traditional teaching is based on explanatory-illustrative and reproductive methods, and its main essence is reduced to the process of transferring ready-made known knowledge to students.
New educational technologies are born as a result of scientific research driven by scientific discoveries. The development of cybernetics and computer technology has led to the development of programmed learning; the results of research into the patterns of development of human thinking have led to the development of problem-based learning; the activity approach arose on the basis of research by psychologists and philosophers in the field of human activity.
The formation of new technologies is carried out in the following sequence:
– identifying opportunities through basic research;
– determination of effectiveness through applied research;
– development of documentation, software and methodological tools; teacher training;
- replication and distribution of software.
(Excerpts from the teaching aid Ksenzova G.Yu. Perspective school technologies - M .: Pedagogical Society of Russia, 2000.)
It is generally accepted that A.S. Makarenko stood at the origins of the technologization of pedagogy, boldly using the concept of pedagogical technology. Nevertheless, the researchers attribute the mass introduction of pedagogical technologies to the beginning of the 60s and associate it with the reformation of the first American and then European schools.
The technologization of educational and educational processes in modern domestic and foreign pedagogy is associated with the search for such didactic approaches that could turn learning into a kind of "production-technological process with guaranteed results(Klarin M.V. Pedagogical technology in the educational process. - M., 1989, p. 7)
Pedagogical technology should be understood assuch construction of the teacher's activity, in which all the actions included in it are presented in a certain integrity and sequence, and the implementation involves the achievement of the desired result and has a probabilistic predictable character.
Pedagogical technology cannot be identified with the use of algorithms, because actions in it cannot be rigidly determined. Technology is a reflection of what is natural in activity. The better the teacher knows the pedagogical patterns, the more effective the construction of his activity, since technological requirements are more accurately used.
V.P. Bespalko rightly notes: “The renewal of the school is possible only through scientifically based improvement of pedagogical technology, which involves strictly scientific design and accurate reproduction in the classroom of pedagogical processes that guarantee the success, and not hopes for the mythical pedagogical skill of the teacher that has arisen from nowhere.” (Bespalko V.P. Components of pedagogical technology. - M, 1989, p.3)
The design of pedagogical technology consists in developing a program for influencing the ideas and activities of the participants in the pedagogical process by highlighting the stages in the learning process, presented in the form of a special sequence of procedures and operations, the implementation of which corresponds to the goals set and ensures the achievement of the expected results.
There are many definitions of the concept of "pedagogical technology".
The essential features of modern interpretations of the concept of "pedagogical technology" are the following:
The technology is developed for a specific pedagogical idea, it is based on value orientations, the goals of the author or the team, which have a formula for a specific expected result;
- The technological chain of pedagogical actions is built strictly in accordance with the goal and must guarantee that all students achieve and firmly master the level of the state standard of education;
- The functioning of the technology provides for the interconnected activities of the teacher and students, taking into account the principle of individualization;
- The phased and consistent implementation of the elements of pedagogical technology should be reproduced by any teacher, taking into account the author's handwriting of the teacher;
- An organic part of pedagogical technology is diagnostic procedures corresponding to this learning strategy, containing criteria, indicators and tools for measuring performance results.
Among the main incentives reasons emergence and practical use new psychological and pedagogical technologies the following can be distinguished:
The need for a deeper consideration and use of the psychophysiological characteristics of trainees;
- Awareness of the urgent need to replace the ineffective verbal method of transferring knowledge with a system-activity approach;
- The possibility of designing the educational process, organizational forms of interaction between the teacher and the student, providing guaranteed learning outcomes;
- The need to reduce the negative consequences of the work of an unqualified teacher.
The idea of pedagogical technology as the practical implementation of a pre-designed educational process implies, firstly, its use by specialists with high theoretical training and rich practical experience, and secondly, the free choice of technologies in accordance with the goals, capabilities and conditions of interrelated activities. teacher and student.
The conservatism of the pedagogical system, largely due to the fact that pedagogical workers lack an effective information service that ensures the adaptation of scientific achievements to the conditions of a mass school;
The developing systems of primary education do not always ensure its matching with the subsequent stages of the child's school life.
The realization of the creative freedom of the teacher in rapidly changing educational acts, along with responsibility for the final pedagogical result, is possible only under the condition understanding the educational process(regardless of learning technology) at four levels: methodological, theoretical, methodical and technological.
As long-term observations show, in mass pedagogical practice, a new pedagogical idea is usually successfully developed at the theoretical and methodological levels, but the stage of its direct implementation (the process of mastering the technology) turns out to be slow for various reasons. At present, due to the fairly widespread developmental learning technologies, another extreme has arisen, when the teacher tries to master new approaches to teaching only at the level of methodology or individual didactic techniques.
A deep professional understanding of the conclusion that children cannot be taughtaccording to the methods and technologies that are mutually exclusive friend friend, no children immerse in the semantic field, filled with contradictory settings and requirements.
This is the root of the inevitable and unavoidable conflicts that arise in schools with inaccurate, often distorted use of developmental teaching methods in mass practice. Many teachers still think that they can "creatively" (that is, as they see fit) use a new methodology, someone's best practices, and the nature of such use depends only on the intentions and desires of the teacher. The degree of compatibility of what has been done before with what is to be done is not taken into account.
When starting to study new teaching technologies, one should protect oneself from this serious pedagogical error and understand that it is unacceptable to make it. The actively used metaphor about the need to use "grains" of innovative experience should be cultivated with the understanding that there must be compatibility between these "grains". It is important for all teachers embarking on the development of new technologies to deeply understand this conclusion, which should become the foundation of the building we are building. new pedagogical culture.
The proposed scheme is taken from the book Levitas D.G. School for professionals or seven lessons for those who teach. - Moscow-Voronezh, 2001.
Scientists, educators and practicing teachers from different countries are constantly looking for ways to improve the efficiency of teaching. Let's consider typical pictures of traditional teaching methods.
The teacher explains the learning material to the whole class. All 30 students seem to perceive him in the same way. And what is the “final result”, i.e. the quality of its assimilation by students? We can say in advance: the most different. Some students correctly, meaningfully, without errors and fully learned the lesson, others - with errors and incompletely. The teacher worked the same way, but the result is different. Is it possible to ensure that all students learn the material being studied at least “well”? What needs to be done for this? And here the teacher can turn to pedagogical technology.
A number of reasons and circumstances lead researchers to search for new approaches.
- The teaching material is huge, while the terms of schooling are limited. Consequently, the lack of time prompts us to look for ways to activate and intensify the educational process.
The teacher works with a large group of students at the same time. He does not have the opportunity to pay attention to everyone enough to help him, individually, in the teaching. Therefore, some other, special forms of organization of the educational process are needed; it is necessary to invent and attract new teaching aids that free the teacher from routine, although necessary elements of work.
- in the age of scientific and technological progress, the teacher has already ceased to be the main, main carrier and translator of new information in the field of education. This role is now played to a no lesser (and perhaps even greater!) extent by the mass media (media): the press, radio-electronic means, cinema, and numerous literature on various subjects. It would be unreasonable if the teacher did not use the wide possibilities of the media for educational purposes. And what are the ways and methods of involving the media in the educational process? They must be found, studied and used.
- In the last 2-3 decades, science has received new data on the reserves and untapped possibilities of the physical, intellectual and social development of a person, starting from infancy. As an example, we can point to the revival in our country of genetics, which suggests ways to identify, train and educate talented and gifted children, a special organization of educational work with children with defects in physical and intellectual development. The phenomenon of acceleration in the development of children and adolescents over the past 30 years has been studied by physiologists, psychologists, educators, sociologists and geneticists. The data obtained by the researchers made it possible first to reduce the period of initial education by a whole year (60-80s), and then to start systematic education a whole year earlier than before - from 6 years instead of 7 (since 1984).
The idea of the phased formation of mental actions, studied by psychologists P.Ya. Galperin. N.F. Talyzina, influenced the search for new teaching methods. Reserves for the intensification of learning already in the primary grades are also suggested by data on the study of the problems of developmental education (L.V. Zankov, D.B. Elkonin, V.V. Davydov, etc.).
These and other reasons encourage teachers to look for new ways to improve the educational process. Beginning in the 1960s, the Lipetsk experience was enthusiastically introduced in the schools of the former Soviet Union, then technical means, programmed learning, learning algorithms, problem-based learning, learning optimization. Innovative teachers with their ideas and practical experience, which increase the effectiveness of the educational and educational process, have shown themselves widely.
In foreign pedagogy in the 70-80s, and in our country - a decade later, they began to widely and intensively develop an engineering, technological approach to learning; over time, it developed into pedagogical technology.
Technology (from the Greek techne - art, skill, ability, and logos - word, teaching) - the doctrine of the ability, skill to do something. This concept has long been widely used in manufacturing processes. The concepts of technology for manufacturing specific parts of machines and assemblies, technology for baking bread, technology for making shoes, etc. are familiar. In every production process, raw materials, materials and semi-finished products have similar or almost the same characteristics. Therefore, the process of their processing is characterized by uniform, monotonous procedures. However, a complex production process can be divided into several or even many simple operations. Then each individual operation will be brought to perfection: less time will be spent on it, the quality of the performed operation will increase. So, the manufacturing process of a particular product has been improved. At the same time, since the divided processes are monotonous, and the matter becomes routine, uncreative, it is possible to transfer some operations (or even all) to machines, technology. And the worker will only operate this processing machine. Engineering thought leads to the rationalization of production: to the economical expenditure of funds, the combination of operations, rhythm; all this provides an accurate, predictable, predetermined result. It turns out the product with the desired parameters.
We have given a schematic description of the production technology, because the concept and term "technology" are inherent in the production process. Naturally, the question arises: is it possible to apply the same engineering approach to the pedagogical process, at least in teaching?
The first attempts of such an approach in our country were in the late 50s - early 60s. This was facilitated by the desire to introduce technical means into the educational process, in particular visual, audio and audiovisual equipment. By that time, behaviorism (J. Watson, G. Ebbinghaus, E. Thorndike), neobehaviorism (E. Tolman), and B.F. Skinner (American psychologist) about operant reinforced learning. Mathematical information theory (K.E. Shannon, an American engineer and mathematician) and cybernetics, the science of control, communication, and information processing, were developed (N. Wiener, 1948). Soviet psychologists and teachers conducted research on the algorithmization of learning (L.N. Landa). Philosophers and sociologists have developed the concept of a systematic approach in the study of social and natural phenomena and processes. This idea has also been taken up by psychologists and educators.
Electronic technology is developing with great opportunities for its use in various areas of information supply and processing, including in the educational process.
From the beginning of the 1960s to 1966, on the basis of a new law on education in the USSR, the senior classes of a general education secondary school became professional at the same time. In this regard, the training was extended by one year. Along with teachers of general education disciplines for vocational training in schools, as well as in training and production workshops, engineers of various profiles began to work: mechanics, energy, technologists, etc. First of all, specialists in this profile saw the backward, inert methods and methods of educational work of professional teachers. These techniques have traditionally coexisted in the school for decades, and some for centuries. Both theorists and practitioners began to look for ways to rationalize the educational process. This is how programmed learning appears and spreads in breadth in educational institutions of all levels and different types. In programmed learning, it has become possible to widely use technical means to provide information, train and control the student's knowledge. Machineless programming is also developing, there are textbooks compiled according to the principle of programming, including pedagogy (I.E. Schwartz).
Programmed learning is characterized by control. Its development was also facilitated by the fact that in the 1970s, tests “returned” to the Soviet school, which had once been condemned, but in fact banned. All these circumstances turned out to be favorable for the implementation of the technological approach to the educational process, for the development of theoretical issues of pedagogical technology and its implementation. To date, monographs, brochures and articles on the problems of pedagogical technology have been published (see literature at the end of the lecture).
The new makes its way not without difficulty. Pedagogical technology is no exception. This can be seen at least from a brief review of scientific and educational pedagogical literature. So, I.M. Kantor in a monograph devoted to the conceptual and terminological system of pedagogy, following V.I. Zagvyazinsky gave a rather sharp negative assessment of pedagogical technology as a term. Such enthusiasm, in his opinion, clearly reveals "its inexpediency in practice, at best not leading forward, not contributing to the development of pedagogical theory, at worst - clogging up its system of concepts and emasculating part of the pedagogical content in it"1. In textbooks on pedagogy, ed. Yu.K. Babansky (1988), I.F. Kharlamov (1990, 1996, 1997), on educational work under the general. ed. L.I. Ruvinsky (1989), I.A. Zyazyun (1989) there is not a word about pedagogical technology, although there is material about pedagogical technology. In the textbook "Pedagogy in concepts and definitions" (compiled by G.I. Zhelezovskaya, Saratov, 1991), the lexical base of which was a frequency dictionary (411 terms), pedagogical technology was also unlucky: it is not even mentioned.
It should be noted the great contribution of V.P. Bespalko in the development of the theory and practice of pedagogical technology, his works on the theory of pedagogical systems and actually - pedagogical technology. And, finally, the last decade is significant for the publication of literature by various authors on pedagogical technology (V.V. Guzeev, V.V. Grinkevich, M.V. Klarin, V.Yu. Pityukov, A.I. Uman, P.M. Erdniev and etc.). Pedagogical technology as an academic discipline is now being studied by students of pedagogical specialties in many universities. All of the above makes it relevant to comprehend "pedagogical technology" as a concept and the corresponding term of the science of pedagogy.
If by pedagogical technology we understand only the totality (ensemble, system) of methods and techniques of educational work, then in this sense the pedagogical process did not do without technology either in the historically distant past, and does not do now, although this term is not used, but initially was perceived negatively by official science. But the fact is that pedagogical technology as a concept includes other features that are not included in the system of methods.
Let's turn to the content, i.e. features of this concept, which are peculiar to him and only to him: it is necessary that pedagogical technology can be distinguished from other, related and close concepts according to them. In our opinion, the specific features of pedagogical technology, which distinguish it from traditional and other educational methods, include the diagnostic nature of the purpose and results of the educational process. We emphasize that this is an essential feature that allows us to distinguish this concept from others. In addition, there are also such signs: the predictability of the results of work, the exact sequence of operations and actions. This sequence may be cyclic, i.e. repeating in a circle. Another sign is a guarantee of achieving the results of a given level (or quality), the reproducibility of these results. These features provide the most important integrating feature - the controllability of the educational process.
As soon as the educational and educational process becomes diagnostic, it is possible to pre-set a predictable level in its goal, the achievement of which can be monitored by stages of work (current control) and upon its completion (final control). The weakness of traditional methods is that, as a rule, they do not define, in particular, the level of assimilation, the level of abstraction, the degree of formation of skills and abilities. Having a diagnostic goal in accordance with pedagogical technology, the teacher conducts an educational and educational lesson in the exact sequence of operations and actions. He controls the progress towards the goal, makes appropriate adjustments and achieves a guaranteed result. Thus, the educational process, technologically built, becomes manageable.
So, pedagogical technology has already fully developed as a concept of the science of pedagogy.
The genesis of the essence (history of formation) of pedagogical technology is an interesting and independent question. Let's draw its diagram. It seems to us as follows: the idea to introduce an engineering approach (we will conditionally call such a beginning “engineering pedagogy”) -> technical means in the educational process -> learning algorithms -> programmed learning -> technological approach -> pedagogical technology (didactic aspect) -> behavioral technology (aspect of education). Not all components of pedagogical technology are equally developed to date. The development of upbringing technology is especially difficult, although a start has been made here (I.P. Ivanov, N.E. Shchurkova, L.F. Spirin, Zh.E. Zavadskaya, Z.V. Artemenko, etc.).
So we came to the definition of the concept of "pedagogical technology". Naturally, the definitions of different authors do not coincide. One of them belongs to UNESCO, the other belongs to the US Commission on Learning Technology. In our opinion, pedagogical technology is a system of knowledge, a set of methods, techniques and necessary sequential operations of the subject to influence the object, which makes up the educational process, which guarantees the achievement of the diagnostic goal. In this working definition, we believe, the most important features of pedagogical technology are reflected:
1 - diagnostic goal (or system of goals);
2 - a strict sequence of pedagogical operations (teaching and educational techniques, methods, actions);
3 - a guarantee of its achievement;
4 - manageability of the educational process.
Currently, a number of pedagogical technologies can be considered promising: algorithmic, problematic, model, contextual, modular, computer learning. Practitioners have found wide support for the individual pedagogical technologies of modern innovative teachers (recall, for example, the “pickle effect” by V.F. Shatalov).
What is the psychological and philosophical basis of pedagogical technology? First, let's name the behaviorist (from the English behavior - behavior) concept of "stimulus-response" - S-R, which recognizes learning by the method of "trial and error" (J. Watson, E.L. Thorndike, 1874-1949). Behaviorists reduce the psyche to various forms of behavior. Behavior, in their opinion, is a set of reactions of the body to environmental stimuli. The unit of behavior is the relationship between stimulus and response. One or another response to a stimulus is developed by repeated repetitions by trial and error. Behaviorists drew their main conclusions on the basis of observations on animals: cats, dogs, rats, etc. and transferred them (conclusions) to human behavior, not seeing a fundamental difference in the behavior of people and animals. The only important thing was that there was a stimulus and an appropriate reaction of the animal or person to it. Behavioral theory in a modernized form is also developed by the American psychologist B.F. Skinner (b. 1904). Unlike his predecessors, B. Skinner does not deny the role of human activity, which is achieved by the reinforcement system and passes according to the formula "stimulus - reaction - reinforcement", or S - R - R. Between the stimulus S and the reaction R, neobehaviorists (E. Tolman , K. Hull) introduce intermediate variables - the so-called factors that explain the qualitative side of mental processes that ensure the relationship between S and R.
If we omit the details, then pedagogical technology in the didactic aspect, although its developers do not explicitly talk about it, proceeds exactly from what Skinner did: a generalized action is divided into a number of operations that can be diagnosed, externally controlled. Correctly performed operations are reinforced and encouraged. The reward system leads to the achievement of goals. And since the operations themselves are part of the action, the generalized goal of the action is also achieved in total.
It must be said that a well-established system of pedagogical technology provides unconditionally good results in the formation of skills and abilities. Recently, in the press and in the oral presentations of some critics, there is a negative attitude (and assessment) to the development of skills and abilities in the educational process; they even stuck a disparaging label “the notorious ZUNs, i.e. knowledge-skills-skills”, which are opposed to “creative mental activity” and the development of the student’s cognitive abilities. While fully accepting the statement about the need to develop the cognitive and creative abilities of the student, one cannot agree with ignoring the formation of skills and abilities: without the latter, no creativity, no development of mental abilities is possible. Suffice it to say that the skills of free reading, literate writing, culture of speech, elementary calculations (for example, multiplication tables), the technique of owning a musical instrument, unambiguous possession of scientific terminology and nomenclature, etc., with which a student deals daily, is an absolutely necessary condition his creative work. These are all actions and operations consciously brought to automatism. And impeccable possession of them is a component of success in creative work in any field.
From one position, teaching technology is a complex of methods and means of processing, presenting, changing and presenting educational information, on the other hand, it is a scientific discipline about the ways a teacher influences students in the learning process using the necessary technical or information means.
Learning Technology is a system category, the structural components of which are:
- learning objectives
- learning content
- means of pedagogical interaction
- organization of the educational process
- student and teacher
- performance result
Technology- this is a set of techniques used in any business, in art ("Explanatory Dictionary").
Learning Technology is an integral procedural part of the didactic system (M. Choshanov).
- this is a meaningful technique for the implementation of the educational process (V.P. Bespalko).
- this is a description of the process of achieving the planned learning outcomes (I.P. Volkov).
- a system set and the order of functioning of all personal, instrumental and methodological means used to achieve a pedagogical goal (M.V. Klarin).
The concept of "pedagogical technology" can be represented in 3 aspects:
The concept of pedagogical technology in foreign and domestic literature
(Kukushin V.S. Pedagogical technologies).
Having originated more than three decades ago in the United States, the term "pedagogical technology" quickly entered the lexicon of all developed countries. In foreign pedagogical literature, the concept of “pedagogical technology”, or “teaching technology”, was originally correlated with the idea of technologization of the educational process.
In the 70s. in pedagogy, the idea of complete controllability of the educational process was sufficiently formed, which soon led to the following setting in pedagogical practice: the solution of didactic problems through the management of the educational process with precisely set goals, the achievement of which should be clearly described and defined.
Accordingly: pedagogical technology is “not just research in the field of using technical teaching aids or computers; these are studies with the aim of identifying principles and developing methods for optimizing the educational process by analyzing the factors that increase educational efficiency, by designing and applying techniques and materials, and also by evaluating the methods used.
The Japanese scientist T. Sakamoto wrote that pedagogical technology is the introduction of a systematic way of thinking into pedagogy, i.e. "systematization of education".
There are discrepancies in the understanding of the term "pedagogical technology" in the domestic pedagogical literature. V.P. Bespalko defines pedagogical technology as a set of means and methods for reproducing theoretically substantiated learning and upbringing processes that make it possible to successfully achieve the set educational goals. B.T. Likhachev believes that pedagogical technology is a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching methods, and educational means. According to M.V. Klarin, pedagogical technology means a systemic totality and the order of functioning of all personal, instrumental and methodological means used to achieve pedagogical goals. G. K. Selevko distinguishes three aspects in “pedagogical technology”:
scientific: pedagogical technologies - a part of pedagogical science that studies and develops the goals, content and megomas of learning and designing pedagogical processes;
procedural and descriptive: a description (algorithm) of the process, a set of goals, content, methods and means to achieve the planned learning outcomes;
procedural and effective: the implementation of the technological (pedagogical) process, the functioning of all personal, instrumental and methodological pedagogical means.
M.V. Klarin rightly noted that the concept of "pedagogical technology" in Russian pedagogy correlates with the processes of education and upbringing, in contrast to foreign ones, where it is limited to the field of education.
In educational practice, the concept of "pedagogical technology" is used at three hierarchically subordinate levels (G.K. Selevko):
General pedagogical (general didactic) level: general pedagogical (general didactic9 general educational) technology characterizes a holistic educational process in a given region, educational institution, at a certain level of education. Here, pedagogical technology is synonymous with the pedagogical system: it includes a set of goals, content, means and methods of teaching, an algorithm for the activity of subjects and objects of the process.
Private methodological (subject) level: the term “private pedagogical technology” is used in the sense of “private methodology”, i.e. as a set of methods and means for the implementation of a certain content of education and upbringing within the framework of one subject, class, teacher's workshop (method of teaching subjects, method of compensatory teaching, method of work of a teacher, educator).
Local (modular) level: local technology is a technology of separate parts of the educational process, the solution of particular didactic and educational tasks (technology of certain types of activities, the formation of concepts, the education of certain personal qualities, the technology of the lesson, the assimilation of new knowledge, the technology of repetition and control of the material , technology of independent work, etc.).
The definitions presented above make it possible to single out the main structural components of pedagogical technology:
a) conceptual framework;
b) the content of the training:
- learning objectives - general and specific;
- content of educational material;
- organization of the educational process;
- methods and forms of educational activity of schoolchildren;
- methods and forms of work of the teacher;
- the activities of the teacher in managing the process of assimilation of the material;
- diagnostics of the educational process.
Conceptuality. Each pedagogical technology should be based on a certain scientific concept, including the philosophical, psychological, didactic and socio-pedagogical justification for achieving educational goals.
Consistency. Pedagogical technology must have all the features of the system: the logic of the process, the interconnection of all its parts, integrity.
Controllability implies the possibility of diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, variation by means and methods in order to correct the results.
Efficiency. Modern pedagogical technologies exist in competitive conditions and must be effective in terms of results and optimal in terms of costs, guarantee the achievement of a certain standard of education.
Reproducibility implies the possibility of application (repetition, reproduction) of pedagogical technology in other educational institutions of the same type, by other subjects.
Technology for solving pedagogical problems.
What are the pedagogical problem, task and pedagogical situation?
Pedagogy should be considered as a special sphere of activity for the upbringing and education of a person.
How are they solved - in everyday life and professionally?
In life, there are various pedagogical problems - the formation of a humane and harmoniously developed person, the development of effective methods of adaptation to changing living conditions, the preparation of a student striving for new knowledge.
Pedagogical activity is defined as the solution of pedagogical problems.
The pedagogical task always arises when it is necessary to prepare a person’s transition from the state of “ignorance” to the state of “knowledge”, from “misunderstanding” to “understanding”, from “inability” to “ability”, from helplessness to independence.
That is, the pedagogical task is the result of the teacher's awareness of the purpose of training or education, as well as the conditions and methods for its implementation in practice. A person as a subject and object of interaction with a teacher in the process of solving a pedagogical problem should, as a result, have a new formation in the form of knowledge, skill or personality traits.
Since each person is unique, the solution of the pedagogical problem is complex and ambiguous. Therefore, there are various ways of transferring a person from one state to another.
All pedagogical tasks are divided into two large classes - tasks for teaching and tasks for educating a person. Each of the main classes is divided into task groups.
The pedagogical situation determines the set of conditions under which the pedagogical task is solved. These conditions can either promote or hinder the successful solution of the problem.
Algorithm for solving a pedagogical problem:
- putting forward a hypothesis (choosing the directions of the teacher's actions, general methods of education, forecasting the results)
- the choice of the optimal variant of the teacher's actions (the choice of methods of pedagogical influence, the choice of organizational forms, the choice of means)
- detailing (thinking over the operational structure of the teacher's actions)
- analysis of expected results (what changes should occur).
Education technologies. Continuity and novelty of domestic technologies of education
Pedagogical technologies of education have their own specifics. “Any activity,” says V.P. Bespalko - can be either technology or art. Art is based on intuition, technology is based on science. Everything begins with art, ends with technology, so that everything starts all over again.” This is most directly related to: the theory of education, for education is both a science and an art.
Difficulties in the creation and implementation of education technologies are explained by a number of features of education:
Education, understood in a broad and narrow sense, acts ambiguously in each specific case.
Education is of a holistic nature, it is difficult to divide it into components, which means that it is difficult to create a certain algorithm for the actions of the educator.
The child in the process of upbringing is both the object of influence of the teacher and the subject of diverse activities.
Education is a multifactorial process: many factors, including spontaneous ones, make their own adjustments.
Two of the three components of upbringing (educator, pupil, process) are living people, they assimilate everything that happens in a certain way, their actions are difficult to predict; Perhaps the emergence of "resistance to education."
Education is closely connected with life: the logic and position of the subjects of education can be contradictory depending on the personal and pedagogical position; contradictions can also arise from the understanding of education either at the level of everyday life or at the scientific level.
Differences in the concepts of upbringing by different teachers, and consequently, different methods of teaching and educating in the approach to one child. О The purpose and objectives of education are most often associated with abstract categories: "relationships", "spirituality", "love", "self-actualization".
The theory and methodology of education cannot be unemotional, because love for children is the most important quality of a teacher, which determines the success of education. Often the teacher's actions are based on intuition.
At the heart of the development of upbringing technologies is the system of selection by the teacher, leading to a certain pedagogical position, i.e. to the confession of a certain concept of education and the corresponding methodology for its implementation in their own pedagogical experience, its further improvement and transfer to colleagues.
So, the choices that the educator makes:
- The need to decide in relation to the main paradigm of education.
- A clear formulation for oneself of the concept and essence of education (from a variety of modern definitions).
- A clear formulation of the goal and strategic objectives of education.
- Certainty in the selection of tactical tasks, clarity of planning.
- Selection of a system of methods and techniques, selection of means of education.
- Selection of the content of education.
- The choice of a system of organizational forms of education that most fully realizes the goal and objectives.
- The choice of style and tone of relations with pupils.
Some of the leading ideas that characterize them are the basis of modern upbringing technologies:
- the transition in modern conditions of transformations taking place in society and in education, from the paradigm of education as the formation of personality in the command-administrative system of relations to the paradigm of education as the creation of conditions for self-actualization of the personality;
- humanization and democratization of the educational process in school management, in relations between administration and teachers, teacher and students, in relations between students;
- the possibility of a situation of choosing conceptual ideas, pedagogical positions, educational technologies, variable pedagogical methods, means and organizational forms of education, technological solutions to educational problems, etc.;
- the possibility of experimental and experimental-pedagogical activities of teachers and schools, the creation of author's concepts and schools of education and upbringing;
- the collective nature of pedagogical innovations, rich opportunities for the creative activity of a team of like-minded teachers.
Model of labor education A.A. Katolikov according to the system of the commune of A.S. Makarenko; The educational system of the International Children's Center "Artek" - private educational technologies
Technologies of the class teacher.
(Pedagogy. Bordovskaya N.V., Rean A.A.)Classroom teacher- "the formal and actual leader of the group, organizer, inspirer, assistant, guardian, entertainer, manager, coordinator, informant, employee."
In different types of schools (gymnasiums, lyceums, colleges, general education and special, private and state educational institutions), the status and appointment of the class teacher are determined differently.
In a modern school there is no strict regulation, there are no instructions from above for the activities of the class teacher. He himself chooses his position, he himself selects the content and means, sets the style and tone of relations with students, uses the organizational forms he himself chooses and creatively instrumented. But all this is possible only under one condition: if he has a good idea of the goal of the students' organized activity, if he knows how to correctly set and formulate educational tasks for himself and for the students.
In the conditions of the modern school, the goal and main purpose of the pedagogical activity of the class teacher is to create conditions for the versatile development of the self-actualizing personality of the student in the conditions of personality-oriented collective creative activity.
In accordance with this, the class teacher gives himself some peculiar settings:
As a bearer of culture, I include children in various activities.
I am like a leader of children, stimulating their self-knowledge and self-education.
I am an organizer and participant in the collective creative activities of children.
Predicting the future program of his activity, the class teacher first of all analyzes the conditions of the educational process.
As a result of the analysis of these conditions of life and upbringing of children, the class teacher determines the specific goal and strategic objectives of his activity for the six months, a year, for several years remaining until the students graduate from school.
Functions of the class teacher:
creation of an educational environment (development of a children's team, interaction with a small teaching staff and out-of-school public institutions and organizations, work with parents of students, creation of a subject environment);
stimulation of a healthy lifestyle of teachers and pupils as the basis of education;
organization of collective creative activity of pupils, implemented in various organizational forms of educational work - traditional and creative;
interaction with multidisciplinary children's associations and amateur children's organizations;
adjustment of the individual path of development of each pupil, stimulation of his self-knowledge and self-education, differentiation and individualization of the upbringing process;
giving psychological and pedagogical meaning to the functions of a school teacher.
The organization of education as a self-actualization of the personality and the teacher (class teacher), and students in the class team allows you to take a different look at the traditional functions of the class teacher, specified by status and recorded in the relevant administrative documents: registration of personal files of students and a class journal, checking children's diaries, writing characteristics , various certificates, mandatory declarative holding of parent-teacher meetings.
All these functions can be performed formally, under the yoke of "obligation". And you can do it differently: spiritualize, make them participatory in the soul of the child and your own. And then they will not seem to the teacher an unpleasant necessity. As before, the class teacher should take care of:
about keeping a diary - it shows progress in the development of the child;
about writing characteristics - they show the result of studying the student and outline the prospects for his further growth;
about keeping a class journal as a means of orderly conducting class affairs;
about holding parent-teacher meetings as a means of gaining the necessary interaction with the closest people, and therefore those who are interested in the fate of the child, to find a way out of situations that have arisen, etc.
Technologies of pedagogical diagnostics.
Pedagogical diagnostics is a procedure for assessing the general state of the pedagogical process or its individual components in a specific time interval.Objects of pedagogical diagnostics:
1. personality of the student (development, manifestation of individual qualities);
2. the personality of the teacher;
3. the team and its impact on the individual;
4. social environment;
5. family;
6. student activities;
7. activity of the teacher.
Diagnostic technology includes:
1. setting the goal of diagnosis;
2. definition of criteria for diagnosed signs;
3. choice of diagnostic methods and techniques;
4. implementation of diagnostics;
5. processing and analysis of the results (assessment, highlighting the level of development of the studied quality);
6. fixing the results (filling in the cards of upbringing, writing characteristics, etc.).
Technology of goal formation in the pedagogical process.
The pedagogical process was created by teachers to carry out the upbringing, education and training of students. In addition to the goals set by the teacher, each student has his own goal of learning, as well as the methods and means by which he acquires this knowledge. For an ideal pedagogical process, the goals of the teacher and the goals of the student, even during the same lesson, must coincide.Very often in practice we see something completely different: the goals of the teacher and the student do not coincide, while the pedagogical process worsens. For a better state of the pedagogical process, it is necessary that the external process of teaching and the internal process of learning be closer, ideally, practically coincide. It follows from this that not only the pedagogical process will go better, but also educational relations will be better built.
The term "goal" has many definitions, since it is a philosophical category. More precisely, we can say that the goal is an ideal expression of the result of an activity that is ahead of human consciousness.
In turn, the pedagogical goal is the prediction by the teacher and the student of the results of their interaction when performing any actions.
The types of pedagogical goals are numerous. You can break them down into the following classes:
normative state goals of education are the most general goals that are described in state documents and education standards;
public goals - exist in parallel with state goals, are for the purposes of various sections of society, as well as reflecting their needs, for example, the goals of employers;
the initiative goals of teachers and students are the goals of teachers-practitioners themselves, which are developed together with students, taking into account the type of educational institutions, profiles of specialized classes, taking into account the level of development of students, etc.
Based on the above classes, three groups of goals are distinguished:
group A - the goals of the formation of knowledge, skills and abilities;
group B - the goals of forming attitudes to various aspects of life;
group C - the goals of forming the creative abilities of students, their interests, activities, views.
There are also organizational goals that are set by the teacher in the field of his managerial function. For example, an organizational goal might be to empower learners to assist in the learning process.
It is impossible not to mention the methodological goals that are associated with the expansion and development of teaching technology, as well as extracurricular activities, for example, changing the teaching method in the educational process, in a particular lesson, or introducing new, innovative forms of education in a particular team.
Thus, pedagogical goals are intended to improve the pedagogical process. The result of training depends on how the goal is set correctly. The teacher should strive to ensure that his goals coincide with the goals of the students, which is the most important condition for the success of the pedagogical process.
Organization of interaction between teachers and parents of students
(Malenkova L.I. Theory and methods of education. Textbook).Everyone related to the methodology of education knows that the family, together with the school, creates that most important set of factors in the educational environment that determines the success or failure of the entire educational process. That is why, with a great variety of responsibilities, the work of the school with the family is so significant in pedagogical activity.
Recently, in the theory of education, and then in the educational practice of schools, the term “parenting education” arose, becoming international, which means “helping parents in the performance of their functions as educators of their own children, parental functions ... To imbue a positive impulse for education , parents themselves must be aware of the possibility and necessity of their internal growth - from which the upbringing of parents begins.
At the same time, it is believed that the upbringing of parents has two tasks: "the accumulation of pedagogical knowledge necessary for parents to raise children, and self-education (self-development) of parents."
These tasks are quite solvable if we organize a single process of interaction between educators, children and parents in school life. In our practice of education, five functions of the work of the school and the class teacher with the parents of students have developed. They also determine the content of this work:
The first function is to familiarize parents with the content and methodology of the educational process (So, at the first parent meeting, the class teacher, who has just received a class, acquaints parents with his own life and pedagogical position, with the goal, objectives and program of his future activities, with the plan of educational finds possible ways to implement this program together with parents.
The second function of the work of the class teacher with parents is their psychological and pedagogical education.
The third function is to involve parents in joint activities with children. (In the practice of a modern school, various forms of involvement can be used - the provision of material assistance in the implementation of various parents in joint activities with children: participation in all forms of extracurricular activities organized by the class teacher)
The fourth function of the work of the school and the class teacher with parents is the adjustment of education in the families of individual students. (The first aspect of it is the provision of psychological and pedagogical assistance in organizing family education of various categories of students (gifted, showing a tendency to study certain academic subjects, or interest in any form of extracurricular activities; Another area of concern for the class teacher is to provide parents with psychological - pedagogical assistance in solving difficult problems of family education: resolving the contradictions of adolescence, overcoming the difficulties of raising girls and boys during puberty;)
The fifth function is the organization of work with the parent asset and interaction with public organizations of parents.
In the practice of schools, such organizational forms of work with parents are used, in which several or almost all functions are actually implemented at once. Let's name some of them: parent meetings and conferences, open days at school and in the classroom, correspondence (of a positive nature) between teachers and parents, letters of thanks to parents, final joint meetings with students demonstrating the achievements of children over the past period; children's holidays dedicated to parents; various kinds of competitions "Adults and children" (intellectual, sports, games).
Traditional learning technology
Technology is focused on the transfer of knowledge, skills and abilities. It ensures that students assimilate the content of education, check and evaluate its quality at the reproductive level.
This type of technology is the “oldest” (Komensky), and is widespread at the present time (especially in high school). Its essence is in training according to the scheme: learning new - consolidation - control - evaluation. This technology is based on an educational paradigm, according to which it is possible to determine the amount of knowledge sufficient for successful life and transfer it to the student. The main teaching methods underlying this technology are explanation combined with visualization; leading activities of students - listening and memorization; the main requirement and the main criterion of effectiveness is the unmistakable reproduction of what has been learned.
Within the framework of traditional technology, the trainee is assigned performing functions of a reproductive nature. The actions of the teacher are associated with explanation, demonstration of actions, assessment of their performance by students and correction.
This technology has a number of important advantages: it is economical, makes it easier for students to understand complex material, provides a fairly effective management of the educational process, new ways of presenting knowledge organically fit into it.
At the same time, traditional technology also has certain disadvantages: it has insignificant opportunities for individualization and differentiation of the educational process, and it poorly develops the mental potential of students.
Developmental learning technology
Of all the existing domestic learning technologies, developmental learning technology is one of the most recognized. Its origins were such outstanding psychologists and teachers as L. S. Vygotsky, L. V. Zankov, D. B. Elkonin, V. V. Davydov and many others. The works of L.S. Vygotsky, the creator of the cultural-historical theory of human mental development.
To L.S. Vygotsky believed that the development of the child, in particular the development of the intellect, follows education and upbringing. L.S. Vygotsky proved that pedagogy should focus not on yesterday, but on the future of child development. Only then will it be able, in the process of learning, to bring to life those developmental processes that at the given moment lie in the zone of proximal development. The meaning of the concept of "zone of proximal development" is that at a certain stage of development, the child can solve learning problems under the guidance of adults and in cooperation with smarter comrades.
However, before L.V. Zankov's ideas of L. S. Vygotsky were not in demand in relation to didactics and teaching practice. L.V. Zankov managed to develop a pedagogical experiment on the basis of primary school education, which was based on the idea that it is possible to accelerate the development of schoolchildren by increasing the effectiveness of education.
The implementation of the idea required the development of a number of new didactic principles. The decisive role was assigned to the principle of teaching at a high level of difficulty, which is characterized not by the fact that it raises some abstract "average norm of difficulty", but by the fact that it reveals the spiritual forces of the child, gives them space and direction. If the educational material and methods of studying it are such that there are no obstacles for schoolchildren to overcome, then the development of children is going poorly.
The principle of learning at a high level of difficulty determines the selection and construction of the content of education. The educational material becomes more extensive and deep, the leading role is given to theoretical knowledge, while, however, the importance of practical skills and abilities of students does not decrease.
L.V. Zankov also argued that in the study of program material, one should move forward at a fast pace. Unintentional slowing down of the pace associated with repeated and monotonous repetition of what has been covered creates interference or even makes it impossible to learn at a high level of difficulty.
The developmental learning technology was also actively developed by D.B. Elkonin, V.V. Davydov and their numerous students. D B. Elkonin, taking into account the age characteristics of schoolchildren, substantiated a system-activity approach to learning.
The didactic ideas of the technology of developmental education also include the idea of stimulating the reflection of students in various situations of educational activity. Reflection is understood as awareness and comprehension by students of their own actions, techniques, methods of learning activities.
Since the procedures of reflection are closely related to the procedure of self-control and self-assessment, they are also given great importance in training (according to the technology of developing education).
The ideas of developmental education technology in our country have become widespread among teachers. However, a number of provisions of this technology remain debatable. Research by the Institute of Psychology of the Russian Academy of Sciences has shown that children with congenital slow dynamic personality characteristics are doomed to inevitable difficulties when working at the same pace for the whole class. Therefore, the requirement to teach everyone at a fast pace and at a high level of complexity is not feasible for all students.
Technology of phased formation of mental actions
The technology for the phased formation of mental actions was developed on the basis of the corresponding theory of P. Ya. . In the course of practical activity, an indicative basis is formed in a person as a system of ideas about the goal, plan and means of carrying out an action. That is, for an error-free execution of an action, a person must know what will happen in this case, what aspects of what is happening need to be paid attention to in order not to let the main thing out of control. These provisions form the basis of the theory of learning as a phased formation of mental actions.According to this theory, the technology of learning is built in accordance with the indicative basis for performing an action that must be mastered by the trainee. The cycle of assimilation consists of a number of stages:
First stage involves the actualization of the corresponding motivation of the student.
Second phase associated with the awareness of the scheme of the orienting basis of activity (action). Students first get acquainted with the nature of the activity, the conditions for its flow, the sequence of indicative, executive and control actions. The level of generalization of actions, and hence the possibility of transferring them to other conditions, depends on the completeness of the orienting basis of these actions.
There are three types of orientations:
a specific sample (for example, a show) or a description of an action without instructions on the methodology for its implementation (an incomplete system of orientations);
full and detailed instructions on the correct performance of the action;
The orienting basis of action is created by the trainees independently on the basis of the acquired knowledge.
Third stage — performance of an action in an external form, material or materialized, that is, with the help of any models, diagrams, drawings, etc. These actions include executive and control functions, and not just orientational ones. At this stage, students are required to talk about the operations they perform and their features.
Fourth stage — external speech, when students say out loud those actions that are being mastered. There is a further generalization, automation of actions. The need for an orienting basis of action (instruction) disappears, since its role is played by the student's external speech.
Fifth stage — the stage of inner speech, when the action is said to oneself. It has been established that in the process of inner speech, the generalization and curtailment of the action is most intensive.
Sixth stage associated with the transition of the action to the internal (mental) plan (internalization of the action).
The management of the learning process according to this theory occurs by changing the named stages and exercising control from the teacher.
The technology of gradual formation of mental actions has both positive and negative sides.
Virtues of this technology are:
Creation of conditions for the work of the student at an individual pace;
Reducing the time for the formation of skills and abilities by showing the exemplary performance of the actions being learned;
· achievement of high automation of performed actions in connection with their algorithmization;
Ensuring accessible quality control of the performance of both the action as a whole and its individual operations;
the possibility of prompt correction of teaching methods in order to optimize them.
disadvantages technologies for the gradual formation of mental actions are:
Limitation of opportunities for the assimilation of theoretical knowledge;
the complexity of developing methodological support;
· the formation of stereotyped mental and motor actions in trainees to the detriment of the development of their creative potential.
Technology of collective interaction
The technology of collective interaction was developed by (Alexander Grigorievich) A. G. Rivin, his students and followers V. V. Arkhipova, V. K. Dyachenko, A. S. Sokolov and others.
Collaboration technology includes three components:
a) preparation of educational material;
b) student orientation;
c) the technology of the course of the training session itself.
The preparation of educational material consists in the selection of educational texts, additional and reference literature on the topic; the division of educational material into units of assimilation (semantic paragraphs); in the development of targets, including home tasks.
Student Orientation includes two stages:
· preparatory, the purpose of which is to form and develop the necessary general educational skills and abilities: navigate in space; listen to your partner and hear what he says; work in a noisy environment; find the information you need; use sheets of individual accounting; translate an image into words and words into images, etc. These skills are worked out during special training sessions;
· introductory, which has various modifications, the common element of which is the communication of target settings, the assimilation of the "rules of the game", ways to take into account the results of the exercise, etc.
The course of the lesson depending on the content of the lesson, the volume of educational material and the time allotted for its study, the age of the trainees, the chosen version of the technology, it can proceed in different ways.
The most characteristic variant of the technology of collective mutual learning has the following stages:
1) each student works out his own paragraph (this can be a sentence, part of the text, description, characterization, paragraph or paragraph of the textbook, article, historical document, etc.);
2) the exchange of knowledge with a partner, taking place according to the rules of the role-playing game "teacher - student". Role reversal is required. The teacher offers his own version of the title of the paragraph, his own plan, answers the questions posed, offers control questions or tasks, etc.;
3) elaboration of the information that has just been received and the search for a new partner for mutual learning, etc.
4) Accounting for completed tasks is carried out either in a group sheet, which indicates all the educational elements and the names of the participants in the organized dialogue, or in an individual card.
The practical implementation of this technology shows the feasibility of "immersing" students in the topic for the time required to complete the training cycle. Under learning cycle is understood as a set of actions of the teacher and the student, which lead the latter to the assimilation of a certain fragment of content with predetermined indicators.
Advantages: In the conditions of the technology of collective mutual learning, each student works at an individual pace; increased responsibility not only for their own success, but also for the results of collective work; an adequate self-assessment of the individual, his capabilities and abilities, advantages and limitations is formed. The teacher does not need to restrain the pace of advancement of some and stimulate other students, which has a positive effect on the microclimate in the team. Discussion of one information with several interchangeable partners increases the number of associative links, and, consequently, provides a stronger assimilation of the material.
Multi-level learning technology
The technology of multi-level education involves the creation of pedagogical conditions for the inclusion of each student in activities corresponding to the zone of his proximal development. Its appearance was due to the fact that the traditional class-lesson system, focused on teaching all children according to unified programs and methods, cannot ensure the full development of each student. The teacher in the educational process deals with students who have different interests, inclinations, needs, motives, features of temperament, thinking and memory, emotional sphere. In the traditional class-lesson system, these features are difficult to take into account.Multi-level learning technology provides for level differentiation by dividing flows into mobile and relatively homogeneous groups, each of which masters the program material in various educational areas at the basic and variable levels (the basic level is determined by the state standard, the variable one is creative, but not lower than the basic level).
Three variants of differentiated learning are used:
1) on the basis of a preliminary diagnosis of the dynamic characteristics of the personality and the level of mastery of general educational skills, students from the beginning of training are distributed into classes working on programs of different levels;
2) intra-class differentiation occurs in the middle link, depending on cognitive interests, groups of in-depth study of individual subjects are created on a voluntary basis;
3) differentiation through specialized education in elementary school and high school, organized on the basis of psychodidactic diagnostics, expert assessment, recommendations from teachers and parents, self-knowledge and self-determination of the student.
Differentiated multi-level training provides for:
creation of cognitive motivation and stimulation of cognitive activity of students;
· voluntary choice by each student of the level of assimilation of educational material (not lower than the State Standard);
organization of independent work of students at various levels
Full assimilation of the basic component of the content of education;
pair, group and collective (work in pairs of shifts) forms of organization of the educational process;
current control over the assimilation of educational material;
Introductory and final control for each enlarged unit of assimilation of educational material (for students who have not completed the key tasks, corrective work is organized until they are fully assimilated);
· advanced training of students according to individual plans in any educational areas.
Under the conditions of using the technology of multi-level training, such lessons in time are preferable, which allow the implementation of a full cycle of training on an enlarged learning unit.
The specificity of the lesson, associated with the characteristics of the educational area (subject), has a significant impact on the selection, content and time ratio of its various stages.
The stage of preparation for the implementation of the main activity involves the creation of a target installation. Further, an introductory control is carried out in the form of a test, dictation, explanation of the basic definitions, rules, algorithms, etc. The work ends with the correction of the identified gaps and inaccuracies.
To provide a complete indicative basis of activity, the trainees are informed of the volume of the obligatory and excess parts of the work, assessment criteria, and homework.
At the stage of assimilation of new knowledge the explanation is given in a capacious, compact form, which ensures the transition to independent processing of educational information by the majority of students. For the rest, a second explanation is proposed using additional didactic means. Each student, as he masters the information being studied, is included in the discussion, answers the questions of his comrades, and poses his own questions. This work can be done in groups or in pairs.
The stage of knowledge consolidation involves self-checking and mutual checking of the mandatory part of the tasks. The above-standard part of the work is first evaluated by the teacher, and then the most significant results are reported to all students.
Summing up the lesson includes control testing. After self-checking and peer-checking, students evaluate their work in the lesson.
Adaptive Learning Technology
A variety of multi-level learning technology is the technology of adaptive learning, which implies a flexible system for organizing training sessions, taking into account the individual characteristics of the trainees. The central place in this technology is given to the student, his activities, the qualities of his personality. Particular attention is paid to the formation of their learning skills.When using adaptive learning technology, the teacher works with the whole class (tells the new, explains, shows, trains, etc.) and individually (manages students' independent work, exercises control, etc.). The activities of students are carried out jointly with the teacher, individually with the teacher and independently under the guidance of the teacher.
Learning in the context of the application of adaptive learning technology becomes predominantly an active independent activity: it is reading compulsory and additional literature, abstract work, solving problems of various levels of complexity, performing laboratory and practical work, individual work with a teacher, knowledge control, etc.
Adaptive learning technology involves the implementation control of all types: teacher control, self-control, mutual control of students, control using technical means and machineless control programs, etc. In contrast to the traditional single-channel feedback (student-teacher), which poorly performs a teaching function, student-student, teacher-student group, student-student group), suggesting completely different forms of relationships between them.
The learning process with the considered technology can be represented by three stages:
explanation of new educational material (the teacher teaches all students);
· individual work of the teacher with the students against the background of an independent class;
Independent work of students.
Since priority is given to independent work when using adaptive learning technology, this requires optimization of the stage of explaining new educational material. It is necessary to highlight the material that the teacher will teach frontally to schoolchildren; divide it into enlarged blocks; throughout the course to plan a system of training for all students; determine the necessary and appropriate visual aids.
The purpose of the second stage is to teach students the methods of independent work, the search for knowledge, solving problematic problems, and creative activity. Previously, the teacher creates the necessary emotional atmosphere, conditions for individual work, he sets up students for independent work.
Against the background of independently working students, the teacher, according to a special schedule, deals with some of them individually on adaptive tasks of three levels that require reproductive, partially search and creative activity.
Independent work of students, which involves communication "student - student", "student - a group of students", is carried out in paired groups (static, dynamic and variational).
A static pair combines at will two students who change the roles of "teacher-student". It provides constant communication with each other. In pair communication, the speech and mental activity of students is activated, everyone has the opportunity to answer questions and ask them, explain, prove, suggest, check, evaluate, correct errors at the time of their occurrence. In a static pair, two weak and two strong students, a weak one and a strong one, can study.
Dynamic pairs are formed within a microgroup, which consists of more than two students. The microgroup is given one common task, which has several parts for each student. After completing his part of the task and its control by the teacher or self-control, the student discusses the task with each partner in the microgroup. Moreover, each time he needs to change the logic of presentation, emphasis, tempo, etc., i.e., adapt to the individual characteristics of his comrades.
When working in variational pairs, each member of the group receives his task, performs it, and analyzes the results together with the teacher. After that, the student can conduct mutual learning and mutual control on this issue. At the end of the work, each student learns all parts of the content of the educational task.
Thus, the technology of adaptive learning implies a diverse, flexible system for organizing training sessions that take into account the individual characteristics of schoolchildren. The explanation of new material may take up the whole lesson or part of it. The same applies to independent work of students. This technology makes it possible to purposefully vary the duration and sequence of training stages.
The organization of training in variation pairs creates a comfortable environment and a situation of success that stimulate the cognitive interest of students and contribute to the development of their educational and communication skills.
Programmed learning technology
The technology of programmed learning began to be actively introduced into educational practice from the mid-60s. XX century. The main goal of programmed learning is to improve the management of the learning process. The origins of programmed learning were American psychologists and didacticists N. Crowder, B. Skinner, S. Pressy.In domestic science, the technology of programmed learning was developed by P. Ya. Galperin, L. N. Landa, A. M. Matyushkin, N. F. Talyzina and others.
Programmed learning technology is a technology of independent individual learning according to a pre-developed training program using special tools (programmed textbook, special learning machines, computers, etc.). It provides each student with the opportunity to exercise in accordance with his individual characteristics (the pace of learning, the level of learning, etc.).
Characteristic features of programmed learning technology:
The division of educational material into separate small, easily digestible parts;
· the inclusion of a system of prescriptions for the consistent implementation of certain actions aimed at mastering each part; checking the understanding of each part. With the correct completion of control tasks, the student receives a new portion of the material and performs the next step of learning; if the answer is wrong, the student receives help and additional explanations;
fixing the results of the performance of control tasks, which become available both to the students themselves (internal feedback) and to the teacher (external feedback).
The main means of implementing the technology of programmed learning is a training program. It prescribes a sequence of actions to master a certain unit of knowledge. Tutorials may be in the form of a programmed textbook or other type of printed manual (machine-free programmed learning) or as a program delivered by a teaching machine (machine-programmed learning).
Three principles of programming form the basis of training programs: linear, branched and mixed.
At linear programming principle the trainee, working on the educational material, sequentially moves from one step of the program to the next. In this case, all students consistently follow the prescribed steps of the program. Differences can only be in the pace of study of the material.
Using branched programming principle the work of students who gave correct or incorrect answers is differentiated. If the student has chosen the correct answer, he receives reinforcement in the form of confirmation of the correctness of the answer and an indication of the transition to the next step of the program. If the student has chosen an erroneous answer, he is explained the essence of the mistake made, and he is instructed to return to some of the previous steps of the program or go to some subroutine.
The principle of branched programming, compared to linear programming, allows more individualization of student learning. A student who gives correct answers can move forward faster, moving from one piece of information to another without delay. Students who make mistakes progress more slowly, but read additional explanations and fill in gaps in knowledge.
Also developed mixed technologies of programmed learning. Sheffield and block technologies are known as such.
Regardless of the nature of the technological system of programmed learning, the learning program can be presented using textbooks or machines. There are textbooks with linear, branched and mixed programming material structures.
Modular learning technology
The modular approach is usually interpreted as the design of educational material and procedures in the form of complete units, taking into account attributive characteristics.In its original form, modular training originated in the late 60s. 20th century and quickly spread to English-speaking countries. Its essence was that the student could almost independently or completely independently work with the individual curriculum offered to him, which includes a target lesson plan, an information bank and a methodological guide to achieve the set didactic goals. The teacher's functions ranged from information-controlling to consultative-coordinating. Modular education is currently used exclusively in higher education institutions.
Based on the theory of modular learning, a module is a relatively independent part of a system that carries a certain functional load, then in learning theory it is a certain “dose” of information or action sufficient to form certain professional knowledge.
A training module is a logically completed form of a part of the content of an academic discipline, including cognitive and professional aspects, the assimilation of which must be completed by an appropriate form of control of knowledge, skills and abilities formed as a result of mastering this module by students.
The module contains 2 characteristics:
· cognitive(formation of theoretical knowledge);
· professional(formation of professional skills and abilities based on acquired knowledge).
The proposed structure of the module makes it possible to single out, in a simple and visual form, internal and external relations within each module and, on this basis, to give evidence-based recommendations for studying the course.
The theory of modular learning is based on specific principles that are closely related to general didactic ones.
General direction of modular training, its goals, content and methodology of organization are determined by the following principles:
· modularity(defines the approach to learning, reflected in the content, organizational forms and methods);
· separation of separate elements from the content of training(requires to consider the educational material within the framework of the module as a single entity aimed at solving an integrated didactic goal, i.e. the module has a clear structure);
· dynamism(free change in the content of the modules, taking into account the social order - the educational material must be constantly, almost annually, revised and updated);
· effectiveness and efficiency of knowledge and their systems(training should be organized on the basis of a problematic approach to the assimilation of knowledge in order to ensure a creative attitude to learning);
· flexibility(requires the construction of a modular program and, accordingly, modules in such a way that it is easy to ensure the possibility of adapting the content of training and ways of mastering it to the individual needs of trainees);
· conscious perspective(requires a deep understanding of the learning stimuli by students);
· versatility of methodological consulting(requires ensuring professionalism in the cognitive activity of the student and pedagogical activity).
Educational technologies
Technology of pedagogical design
Educational design - this is a preliminary development of the main details of the upcoming activities of students and teachers.
Pedagogical design is a function of any teacher, no less significant than organizational, gnostic (search for content, methods and means of interaction with students) or communicative.
Thanks to the design, the educational process at school and vocational schools becomes technological.
Pedagogical technology is a consistent and continuous movement of interconnected components, stages, states of the pedagogical process and the actions of its participants.
This principle is based on the following rules:
1. Subordinate the designed pedagogical systems, processes, situations to the real needs, interests and abilities of your pupils.
2. Do not impose on students the implementation of their projects, constructs, be able to step back, replace them with others.
3. Do not design rigidly and in detail, leave room for improvisation for students and yourself.
When designing, the teacher is recommended to put himself in the place of the student more often and mentally experiment with his behavior, feelings that arise under the influence of the system, process or situation created for him. This is enough to make the necessary adjustments to plans, notes, etc. already during the design process.
The principle of self-development of designed systems, processes, situations means making them dynamic, flexible, capable of changes, restructuring, complication or simplification in the course of implementation.
The theoretical support of design is the search for information: a) about the experience of similar objects in other places; b) about the experience of designing similar objects by other teachers; c) about theoretical and empirical studies of the influence of pedagogical systems and processes on a person and one or another solution of pedagogical situations.
Methodological support for design includes the creation of design tools: preparation of diagrams, sample documents, etc.
The theoretical support depends on how creative we are in the design itself.
The spatio-temporal provision of design is due to the fact that any project only then receives real value and is able to be implemented if a specific time and a certain space are taken into account in its development.
Temporary design support is the ratio of the project to time in terms of its volume, i.e., activities that fit within a certain period, in terms of the pace of implementation, in rhythm, sequence, speed, etc.
Technology for the development of critical thinking through reading and writing.
(Selevko G.K. Pedagogical technologies based on activation, intensification and effective management)
The technology of RKMChP (critical thinking) was developed at the end of the 20th century. in the USA.
The RCMCHP technology is an integral system that forms the skills of working with information in the process of reading and writing. It is aimed at mastering the basic skills of an open information space, developing the qualities of a citizen of an open society, included in intercultural interaction. The technology is open to solving a wide range of problems in the educational field.
Critical thinking is one of the types of human intellectual activity, which is characterized by a high level of perception, understanding, objectivity of the approach to the information field surrounding it.
The term "critical thinking" can refer to almost all mental activity. Critical thinking skills-oriented teaching involves more than just students actively seeking information to learn, but something more: relating what they have learned to their own experience, and comparing what they have learned with other research in the field. Students have the right to question the reliability or authority of the information received, check the logic of the evidence, draw conclusions, construct new examples for its application, consider the possibilities of solving the problem, etc.
Reject unnecessary or incorrect information; .question the logical inconsistency of spoken or written language;
Separate the main from the unimportant in the text or in speech and be able to focus on the first.
4. Formation of a reading culture, which includes the ability to navigate information sources, use different reading strategies, adequately understand what is read, sort information in terms of its importance, “screen out” secondary information, critically evaluate new knowledge, draw conclusions and generalizations.
5. Stimulating independent search creative activity, launching the mechanisms of self-education and self-organization.
The technology is based on a basic didactic cycle consisting of three stages (stages).
Each phase has its own goals and objectives, as well as a set of characteristic techniques aimed first at activating research and creative activity, and then at comprehending and generalizing the acquired knowledge.
The first stage is the "challenge", during which the students' previous knowledge is activated, interest in the topic awakens, and the goals of studying the upcoming educational material are determined.
The second stage - "comprehension" - is meaningful, during which the direct work of the student with the text takes place, and the work is directed, meaningful. The reading process is always accompanied by student actions (marking, tabulation, journaling) that allow you to track your own understanding. At the same time, the concept of "text" is interpreted very broadly: it is a written text, a teacher's speech, and video material.
The third stage is the stage of "reflection" - reflections. At this stage, the student forms a personal attitude to the text and fixes it either with the help of his own text or his position in the discussion. It is here that an active rethinking of one's own ideas takes place, taking into account the newly acquired knowledge.
Lesson organization. Lesson forms in RKCHP differ from lessons in traditional education. The students do not sit passively, listening to the teacher, but become the protagonists of the lesson. They think and remember to themselves, share reasoning with each other, read, write, discuss what they read.
The role of the teacher is mainly coordinating.
A popular method of demonstrating the process of thinking is the graphic organization of material. Models, drawings, diagrams, etc. reflect the relationship between ideas, show students the train of thought. The process of thinking, hidden from the eyes, becomes visible, takes on a visible embodiment.
Case study technology
The case-study method (developed by Harvard University) is learning by analyzing specific situations.
A distinctive feature of the case study method is the creation of a problem situation based on facts from real life.
The most common in the Russian school are cases that illustrate a problem, solution or concept as a whole. It was from them that many teachers of business disciplines began to use cases. “Video clips” from educational and even feature films have become widespread today.
The case method of teaching involves not only the presence of a bank of cases, but also methodological recommendations for their use, questions for discussion, assignments for students, didactic materials to help the teacher.
The case method allows you to establish the optimal combination of theoretical and practical aspects of learning.
The case study method develops the competence qualities of a person:
Analytical skills (the ability to distinguish data from information, classify, highlight essential and non-essential information, analyze, present it, detect the absence of information and restore it).
Practical skills (use in practice of academic theory, methods and principles).
Creative skills (logic alone, as a rule, cannot solve a case situation; creative skills are very important in generating alternative solutions that cannot be found by logical means).
Communication skills (the ability to lead a discussion, convince others, use visual material and other media, cooperate in groups; defend one's point of view, convince opponents, write a concise, convincing report).
Social skills (assessment of people's behavior, the ability to listen, support someone else's opinion in a discussion or argue one's own, etc.).
Technologies of pedagogical support
Understanding the educational process as an integral relationship between upbringing, education, socialization and self-determination of the individual, the teacher must recognize the child's right to build his own, individual social experience. In the pedagogical process, this requires a special technology called "pedagogical support". Its author is the innovative teacher Oleg Semenovich Gazman.
The concept of "pedagogical support" is very ambiguous. In the "Explanatory Dictionary of the Living Great Russian Language" by V. Dahl, to support means "to serve as a support, stand, support, prevent collapse and fall
The interpretation of V. Dahl's Dictionary also indicates that it is possible to support only what has already developed and gives positive results. Hence the second theoretical idea of the technology of pedagogical support: in the process of upbringing and education, it is necessary to support the child's sociality, his children's social life. In terms of content, the technology of pedagogical support is aimed at:
Support for the health and physical strength of the child: organization of a health-saving mode of life for children, introducing them to individually selected forms of physical activity, to activities that improve health; support for their desire to get rid of bad habits that destroy health;
Support for the intellectual development of children: identifying and developing the cognitive interests of each child, creating conditions for successful educational activities, assistance in choosing an individual educational route, including one that goes into the field of a future profession;
Support for the child in the field of communication: creating conditions for the humanistic interaction of children, assistance in a conscious choice of behavior, support for the manifestation of the individual abilities of children in leisure activities;
Support for the child's family: the study of family relations, interaction with the most authoritative family members for the child.
Pedagogical support organizes a special creative atmosphere and constantly cultivates situations of choice in the lives of children. Such situations require from pupils not only the application of knowledge and skills, but also the experience of reflection, independent decision-making, manifestation of will and character. As O. S. Gazman accurately noted, if pedagogy does not know how to work with the natural life situation of the child, with his initiative, self-determination, it will always experience a crisis in the technology of education.
The technology of pedagogical support radically changes the very organization of the pedagogical process. Education begins to be planned not from the tasks of society, social order, but "from the child", and not so much from his interests, leisure aspirations, but, above all, from his life problems.
The technology of pedagogical support significantly transforms the role and functions of the traditional organizers of the pedagogical process - school teachers, class teachers.
In the practice of our education, the technology of pedagogical support turned out to be more in demand in the field of extracurricular activities and communication of schoolchildren, and the released class teacher became its main organizer.
The technological algorithm of pedagogical support is built around the specific problems of the child or the children's community (maybe not yet become a team) and includes five stages:
1. Diagnostic stage
Pedagogical support is carried out only on the basis of knowledge of the individual characteristics of pupils. The initial stage of this technology is the recognition and diagnosis of conflicts, difficult life problems of children, the identification of their emotional states. Each child has his own individual range of possibilities, they should open up not only to the educator, but also to the child himself, whom the teacher includes in self-examination of his personality.
2. Search stage
Together with the child, ways to overcome the problem are determined. The child must make the first independent choice in the area where he already has experience and some past success. At this stage, the educator creates situations in which children simply cannot but make their own choice.
3. Negotiation stage
Assistance to the child in the conscious choice of his behavior and activities is organized:
All classifications of teaching methods involve testing students' knowledge, assessing the nature of their activities, and correcting these activities. It is known that the purpose of testing and assessing students' knowledge is to ensure the quality of their knowledge, their level of development.
Often the concepts of "assessment" and "mark" are identified. Evaluation is a process, activity (or action) of evaluation carried out by a person. Evaluation functions, as is known, are not limited only to the statement of the level of learning. The assessment of knowledge in our national school did not remain unchanged. So, until 1935, there was a three-point assessment: "very satisfactory", "satisfactory" and "unsatisfactory". Then it was recognized as unsuitable, as it leads to an equalization in the knowledge of students. Then the five-point system, which has survived to this day, was introduced. When assessing knowledge, it is also necessary to take into account some incidental points: for example, current or final knowledge (exam, quarterly assessment, etc.), the student's diligence, the stability of his academic work, etc. are assessed.
Evaluation is one of the real means at the disposal of the teacher, stimulating learning, positive motivation, and influence on the individual. It is under the influence of objective assessment that schoolchildren develop an adequate self-esteem, a critical attitude towards their successes.
The most important principle of controlling students' learning as one of the main components of the quality of education are: objectivity, systematic, visibility (publicity). A peculiar method for control is the daily, systematic observation of the teacher over the students. It is necessary to take into account the individual characteristics of students when choosing control methods.
Recently, instead of the traditional concept of "control", the concept of monitoring has been increasingly used. Monitoring is a continuous control action in the "teacher-student" system that allows you to observe (and correct as necessary) the student's progress from ignorance to knowledge. Monitoring is a regular monitoring of the qualities of mastering knowledge and skills in the educational process. A specific method of checking and assessing knowledge is examinations, which are also a means of state control over the work of educational institutions. In the domestic school, exams were introduced in 1932 (before that, "tests" were held).
The main condition for choosing methods for measuring and evaluating students' competencies is the ability to use them to carry out multidimensional measurements, conduct a comprehensive assessment, and determine the integrated qualities of a personality. Quite numerous attempts to move away from the digital, symbolic system are changing in the countries of Europe and America. In Germany, there was an experiment on the introduction of diagnostic sheets, in which verbal and numerical assessments of students' knowledge were given. They were entered into tables. In England, like this, there are so-called "profiles". They make up the test and the results, summarized in a matrix table.
Control methods: oral survey, written control, dictation, test, independent work, control work, practical work, laboratory work, test. There are also non-traditional control methods. In each topic, key concepts and terms are highlighted that can be laid out as a basis: crossword puzzles, puzzles, rebuses, charades, quizzes. In addition to traditional control methods (pedagogical tests, USE, GIA), new ones are offered: case meters, projects, portfolios, katanotests, contextual tasks. A case is a package of tasks, individual or group, they outline a real problem that does not have a single and obvious solution. Case-meters are classified as innovative evaluation tools.
What is a project? From the teacher's point of view, this is a task formulated as a problem; purposeful activity of students and the result of the activity as a way of solving the problem found by them; it is a means of development, training and education of students.
The project method is based on the development of students' cognitive skills, the ability to independently construct their knowledge and navigate the information space, and the development of creative thinking.
Portfolio as a method of assessing the personal achievements of schoolchildren, has recently been quite common. The portfolio allows you to take into account the results achieved by the student in a variety of activities - educational, creative, social, communicative and others
The next evaluation method is katanotest. Tasks in the test correspond to 5 levels of difficulty in ascending order. In the katanotest, the text of the tasks is composed in such a way that until the student answers the question, the next one does not open.
One of the modern methods of knowledge assessment is the context task. This is a task of a motivational nature, in which a specific life situation is described, the requirement of the task is to analyze, comprehend and explain this situation or choose a method of action in it, and the result of solving the task is to meet the educational problem and realize its personal significance.
